predictors of in-school and post-school...

1

Predictors of In-School and Post-School Success

Recently, the National Secondary Transition Technical Assistance Center

(NSTTAC) conducted a systematic literature review to identify in-school predictors of

post-school success in the areas of employment, education, and independent living for

secondary students with disabilities (Test, Mazzotti, Mustian, Fowler, Kortering, &

Kohler, 2009). As a result of this literature review, NSTTAC has identified 16 evidence-

based predictors of post-school employment, education, and independent living success

from the correlational research including career awareness, community experiences,

exit exam requirements/high school diploma status, inclusion in general education,

interagency collaboration, occupational courses, paid employment/work experience,

parental involvement, program of study, self-advocacy/self-determination, self-

care/independent living skills, social skills, student support, transition program,

vocational education, and work study.

As NSTTAC has been disseminating these findings, we have had requests to

gather a comprehensive list of predictors of in-school and post-school success for all

secondary students. In an effort to respond to this request, NSTTAC has begun to

develop a comprehensive list of predictors of in-school and post-school success across

students with disabilities, students without disabilities, students at-risk, and students

with mental health issues. To do this, NSTTAC reviewed reports and documents from

various sources, including the National High School Center, Center for the School of the

Future, National Dropout Prevention Center, Manpower Demonstration Research

Corporation, Center for Research on the Education of Students Placed At Risk, and

National Network on Youth Transition for Behavioral Health.

To be included reports and documents had to meet the following criteria: (a)

included secondary education for students with and/or without disabilities, students at-

risk, and/or students with mental health issues and (b) provided information or data on

secondary in-school program variables as predictors of in-school and post-school

success supported by research. Reports and documents were excluded from analysis if

they did not supply empirical references and did not discuss secondary variables as

predictors of in-school and post-school success.

From the reports/documents, NSTTAC has developed an initial draft of the

following table, which provides information about in-school predictors of in-school and

post-school success for students with disabilities, students without disabilities, students

at-risk, and students with mental health issues. At this point, we are asking for your

assistance. Please review the following tables and provide any feedback or additional

information or references that you feel needs to be included. Please send your feedback

to David W. Test at [email protected].

mailto:[email protected]

2

NSTTAC DRAFT August 16, 2011

Predictors of In-School Success

Predictor Description Students with Disabilities

Students w/out

Disabilities

Students at-risk

Students with Mental

Health Issues

References

1. Freshman Course Performance

2

Students who had higher course performance during the first year of high school were more likely to complete high school

2

X X (Allensworth & Easton, 2005)

2

2. Taking Algebra Early

2

Taking algebra in the first year of high school rather than later is a strong predictor of students being on track to graduate

2


2

3. On-Track (i.e., at least five full-year course credits; no more than one F in one semester in a core course during the first year of high school)

2

Students who are on-track are more than 3.5 times more likely than students who are off track to graduate from high school in 4 years

2


2

4. School Attendance

2

Students who had higher rates of school attendance during the first year of high school are more likely to complete high school

2

X X (Allensworth & Easton, 2005; 2007)

2

5. School Leadership3 School leadership was a significant predictor

of academic achievement in 8th grade based

on teacher responses3

X X (Taylor, West, & Smith, 2006)

3

6. Instructional Quality

3, 2

Instructional quality was a significant predictor of academic achievement in 8

th

grade based on student and teacher responses; in 11

th grade based on parent,

student, and teacher responses3

Teacher expertise was the largest factor that explained the gap between African American and Caucasian student achievement

2

X

X

(Taylor, West, & Smith, 2006)

3

(Ferguson, 1991)

2

3


7. Teacher Excellence

3

Teacher excellence was a significant predictor of academic achievement in 8

th

and 11th grade based on parent responses;

in 11th grade based on teacher responses

3


3

8. Resource Management

3

Resource management was a significant predictor of academic achievement in 8

th

and 11th grade based on teacher responses

3


3

9. School Safety

3 School safety was a significant predictor of

academic achievement in 8th grade based

on teacher responses; in 11th grade base on

parent and student responses3


3

10. Student Committment

3

Student commitment was a significant predictor of academic achievement in 8

th

grade based on student responses3


3

11. IEP Goals1, 8

Students with 4+ transition goals met were more likely to graduate from high school

1

Students who had measurable post-secondary goals on their IEP were more likely to participate in work experience and have successful VR referrals in-school

8

Students with vocational goals written in their IEP goals were more likely to engage in employment

1

X (Benz et al., 2000)

1

TransQUAL Online

8

(Carter, Austin, & Trainor, 2011)

1

12. Self care skills/ Social Skills

1

High social skills in high school was a significant predictor of students’ capacity to perform self-determination behaviors and opportunities to engage in self-determined behavior in-school

1

Students with severe disabilities who are perceived to have less difficulty related to communication and self-care skills were more likely to have paid employment

1

X (Pierson et al., 2008)

1


1

13. Mentors7 Students with formal or informal mentors

had higher self-esteem and were more likely to be employed during high school

7

X

X (Linnehan, 2003)

7

14. Parental Involvement / Parent Support

1, 3, 4,

6

Parental involvement in high school for students was positively correlated with in-school employment

1

Parent support was a significant predictor of

X

(Reiter & Palnizky, 1996)

1

(Taylor,

4


academic achievement in 8th grade based

on student and teacher responses; in11th

grade based on parent and teacher responses

3

Family engagement was positively correlated with student academic achievement

4

Parental encouragement to attend college for students in twelfth grade was a significant predictor of mathematics achievement standardized test scores (SAT/ACT) in twelfth grade

6

X

X

West, & Smith, 2006)

3

(Henderson & Mapp, 2002)

4

(Catsambis, 1998)

6

15. Paid work experience

1

Students with 2 or more paid jobs during high school were more likely to graduate from high school

1

Students who participated in paid or nonpaid work experiences in the Spring semester were more likely to have summer employment

1

Students who participated in spring work experience were more likely to have higher weekly earnings for summer employment

1

X (Benz et al., 2000) ( Carter et al., 2010)

1

(Carter et al., 2011)

1

16. Vocational training8 Students who participated in programs with

pre-vocational training, job search training, specific job skills training, and student internships were more likely to have work experience opportunities in school

8

Students who participated in programs with career skill assessment, jobs skills training and internship, tech-prep, or entrepreneurship programs were more likely to engage in paid employment.

1

Students who participated in vocational education were more likely to chose employment only as a post-school goal

1

Students who attended a vocational school were more likely to choose employment as a post-school goal.

1

X TransQUAL Online

8


1

(Daviso, Denney, Baer, & Flexer, 2011)

1

17. After-school Students who participated in after-school X X (Grossman et

5


Programs5 programs were less likely to get into trouble,

have improved academic performance, and were more likely to attend school more often

5

al., 2002) 5

18. Career Academies

2, 14

Students most at-risk for dropping out, who participated in Career Academies, were more likely to stay in-school through 12

th

grade, have improved attendance, and have increased number of credits earned toward graduation

2, 14

Students at medium or low risk of dropping out, who participated in Career Academies, were more likely to take career and technical courses and participate in career development activities without reducing academic course load

2

X X (Kemple & Snipes, 2000; Kemple & Scott-Clayton, 2004)

2,

14

19. Achieving Success Identity Pathways program (ASIP)

10

Students (9th/ 10

th grade) who participated in

the ASIP curricula were more likely to have higher GPAs, increased attendance, and more credits earned

10

X (Solberg, 2001)

10

(Solberg, Carlstrom, & Kowalchuk, 2001)

10

20. Career Development Activities (CDA)

8

Schools that expanded CDA and engaged students in CDAs were more likely to experience successful in-school transition outcomes (e.g., participation in work experience)

8

Students with employment skills were more likely to have weekly earnings in summer employment

1

Students who participated in a work study program were more likely to choose employment as a post-school goal.

1

X (TransQUAL Online

8)


1


1

21. Project Lead the Way (PLTW)

9

Students who participated in PLTW, an 8 week high school engineering curriculum, were more likely to receive higher composite ACT scores

9

Students who participated in PLTW, an 8

X X (Phelps, Durham, & Camburn)

9

6


week high school engineering curriculum, were more likely to attain high ACT math scores

9

Students who participated in PLTW, an 8 week high school engineering curriculum, were more likely to complete approximately the same amount of math and science credits in high school

9

Students who participated in PLTW, an 8 week high school engineering curriculum, were more likely to be involved in career exploration, including talking with adults about career goals and participating in school experiences that help them clearly define career goals

9

Students (i.e., seniors) who participated in PLTW, an 8 week high school engineering curriculum, were more likely to have higher attendance rates during the senior year than non-PLTW seniors

9

Students (i.e., seniors) who participated in PLTW, an 8 week high school engineering curriculum, were more likely to complete math courses during the senior year

9

Students who participated in PLTW, an 8 week high school engineering curriculum, were more likely to score higher on 10

th

grade state assessment in math and reading

9

22. Project Transition – (Milwaukee; Kansas City; project designed to change environment for 9

th

graders and teachers by creating student-teacher teams, daily teacher team

Students who participated in Project Transition were more likely to pass courses, have increased average number of credits earned, were more engaged, and had greater autonomy

5

X X

(Quint, Miller, Pastor, & Cytron 1999)

5

7


meetings, coach position, and other supports)

5

23. Talent Development High School (TDHS) Ninth Grade Instructional Interventions (program designed to accelerate the learning of at-risk students)

6, 14

The TDHS instructional program was a significant predictor of higher reading and math achievement for at-risk students who participated in the program for an entire school year

6

Students enrolled in Talent Development High Schools earned on average 9.5 more course credits than those students enrolled in typical high schools

14

Students enrolled in Talent Development High Schools were more likely to be promoted to the 10

th grade than students

enrolled in typical high schools14

X (Balfanz, Legters, & Jordan, 2004)

6

(Kemple, Herlihy, & Smith, 2005)

14

24. Transition Service Integration Model

7

Students who participated in the Transition Service Integration Model had higher rates of successful secondary graduation

7

X

(Certo et al., 2005)

7

25. Youth Transition Program

1

Students who participated in the Youth Transition Program (Oregon) for 12+ months were more likely to graduate from high school

1

X

(Benz et al., 2000)

1

26. Person-centered teacher variables (i.e., empathy, warmth, genuineness, composites, nondirective, encourage learn, encourage think, adapt to differences, learner-centered beliefs)

11

Students who had teachers that possessed person-centered teaching qualities were more likely to have positive outcomes in critical/creative thinking, math achievement, verbal achievement, grades, IQ, and perceived achievement.

11

Students who had teachers that possessed person-centered teaching qualities were more likely to participate in class, have higher self-efficacy/mental health skills, have higher motivation, and higher social connection skills. Students were less likely to drop out.

11

X X X (Cornelius-White, 2007)

11

27. Teacher expectations of employment

Students who had teachers who expected them to be employed were more likely to participate in summer employment activities

12

X (Carter et al., 2010)

12

8


28. Achievement for Latinos with Academic Success (ALAS)

14

Students who participated in the ALAS program were more likely to stay in school

Students who participated in the ALAS14

program were more likely to be on track to graduate at the end of the ninth grade

14

X (Larson & Rumberger, 1995)

14

29. Check and Connect

14

Students enrolled in Check and Connect Program were less likely to drop out of school

14

Students enrolled in Check and Connect program were more likely to have earned more credits toward high school completion

X (Sinclair et al., 1998; Sinclair, Christenson, & Thurlow, 2005)

30. Talent Search14

Students who participate in the talent Search projects are more likely to complete high school

14

X (Constantine et al., 2006)

14

31. Twelve Together14

Students who participated in the Twelve Together peer support and mentoring program were less likely to drop out of school

14

X (Dynarski et al., 1998)

14

Predictors of Post-School Success

Predictor Description Students with Disabilities

Students w/out

Disabilities

Students at-risk

Students with Mental

Health Issues

References

1. Inclusion in General Education

1

Students who participated in regular academics were 5 times more likely to participate in postsecondary education

Students who took academic courses in regular education placements were more likely to be engaged in post-school education, employment, and independent living

1

Students with high performance in five areas, including reading, writing, math, behaving responsibly, and problem solving skills were more likely to be engaged in postsecondary education

1

Students who passed more than half or all courses in 8 curriculum areas (remedial

Education Employment Independent Living

1

(Baer et al., 2003)

1

(Blackorby et al., 1993)

1

(Halpern et al., 1995)

1


1

9


academics, traditional content classes, personal finance, community access, behaving responsibly, goal-setting or problem solving, specialized vocational education, regular vocational education) were more likely to be engaged in postsecondary education

1

Students who had high scores on adaptive and academic skills, self-care skills, GPA on academic activities, received a diploma, and higher IQs as reported in school records were more likely to live independently

1

Students who took more hours of academic and occupational courses and spent more time in regular education were more likely to be engaged in post-school employment

1

Students who participated in more highly integrated and less highly specialized school programs were more likely to be living independently (i.e., high independence defined as: (a) parent’s prediction of youth’s future home independence, sum of cooking, shopping, washing, and cleaning skills, (b) sum of phone, time-keeping, counting, reading skills; (c) sum of dressing, feeding, and going out skills; (d) respondent’s claim of youth’s ability to respond on a follow-up questionnaire)

1

Students who spent more hours in regular education courses were more likely to be living independently (i.e., high independence, high esteem, minimal (i.e., high independence defined as: (a)parent’s prediction of youth’s future home independence, sum of cooking, shopping, washing, and cleaning skills, (b) sum of phone, time-keeping, counting, reading skills; (c) sum of dressing, feeding, and going out skills; (d) respondent’s claim of youth’s ability to respond on a follow-up questionnaire; high esteem defined as: (a) respondent’s or

(Heal & Rusch, 1994)

1

(Heal & Rusch, 1995)

1

(Heal et al., 1997)

1

(Heal et al., 1997)

1

10


school’s claim of therapeutic counseling for youth; (b) number of developmental disabilities services attributed to the youth; (c) youth used some developmental disabilities prosthetic device in the past year; (d) youth worked for pay in the past year; (e) youth worked with or without pay in the past year; (f) educational status, dropout to college graduation)

1

Students who were integrated into a regular school setting for most of their schooling were more likely to be engaged in post-school employment

1

Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment

1

Higher performance scaled to the National Assessment of Educational Progress (NAEP) in mathematics was positively correlated with enrollment in postsecondary education, selectivity of postsecondary institutions that students attend, and the likelihood that the students receive a bachelor’s degree

1

Students, including those with low achievement levels, who take more rigorous, academically intense programs in high school are more likely to enroll and persist in post-school education

2

Students who participated in mainstream academics were more likely to choose postsecondary education goals.

Education2

(Leonard et al., 1999)

1

(White & Weiner, 2004)

1

(Scott & Ingles, 2007)

1

(Adelman, 2006; Oakes & Saunders, 2007)

2


1

2. Exit Exam Requirements/ High School Diploma Status

1

Students who received a high school diploma were more likely to participate in postsecondary education

1

Students who had high scores on adaptive and academic skills, self-care skills, GPA on academic activities, received a diploma, and higher IQs as reported in school records were more likely to live independently and be

Education Employment Independent living

1

(Harvey, 2002) 1

(Heal & Rusch, 1994; 1995)

1

11


engaged in post-school employment1

Students who graduated with a diploma (versus a certificate) were more likely to be engaged in post-school employment

1

Students who had high GPA at graduation were more likely to have high GPA in post-school education

1

(Rabren et al., 2002)

1

(DaDeppo, 2009)

1

3. Program of Study1 Students who participated in school-based

programs that included career major (“sequence of courses based on occupational goal”), cooperative education (“combines academic and vocational studies with a job in a related field”), school-sponsored enterprise (“involves the production of goods or services by students for sale to or use by others”) and technical preparation (“a planned program of study with a defined career focus that links secondary and post-secondary education”) were 1.2 times more likely to be engaged in post-school employment

1

Employment1 (Shandra &

Hogan, 2008) 1

4. Transition Program

1, 8

Students who participated in the Youth Transition Program (Oregon) with 4+ transition goals met were more likely to be engaged in post-school employment or education

1

Students who received transition planning services (compared to those who did not) during the year prior to leaving school were more likely to be engaged in post-school education

1

Transition service characteristics (i.e., Assoc. of Retarded Citizens, Department of Children and Families, Developmental Services, Division of Blind Services, DVR Rehab, Easter Seal, Job Service of FL, Job Training, Mental Health, Social Security Initiatives, United Cerebral Palsy ) were significantly positively correlated with the rate of exiters found in postsecondary education

1

Education Employment

1

(Benz et al., 2000)

1


1

(Repetto et al., 2002)

1

12


Transition support characteristics (i.e., Agency Referral FU, Case Management, Community Services; Employment Spec., Equipment, Family Services, Financial, Guardianship, Guidance/Counseling, Living Arrangement, Medical, Parent Information, Referral, Social/Leisure, Support Service, Teacher Resources, Transition Spec., Transportation) were significantly positively correlated with the rate of exiters found in postsecondary education

1

Transition program characteristics (i.e., academic, adult ed. Career education, college, community training, course mod., developmental train., employment, entrepreneurship, follow-up services, goodwill, job coach, job corp, life skills, military, vocational training, voc eval/assess) were significantly positively correlated with the rate of exiters found in postsecondary education

1

Students with EBD, who received TIP-based transition services, were more than three times more likely than youth with EBD, who did not receive TIP services, to be engaged in post-school education

8

Students who participated in the Transition Service Integration Model were more likely to be engaged in post-school employment

8

Students who participated in transition programs that included student involvement in the IEP, skill development, and opportunities for self-advocacy and self-determination, postsecondary education preparation, independent living preparation, and career preparation had higher postsecondary self-determination skills as measured by the Psychological Empowerment subscale of the ARC’s Self-Determination Scale (Wehmeyer & Kelchner, 1995), the How I feel About Myself Scale

Education

7

Employment

7

Independent Living

Education

7

(Karpur, Clark, Caproni, & Sterner, 2005)

7

(Certo et al., 2005)

7

(Morningstar et al., 2010)

13

13


(Rehfeldt, 2006), and the Adult Trait Hope Scale (Snyder et al., 1991)

13

5. Occupational Courses

1

Students who passed more than half or all courses in 8 curriculum areas (remedial academics, traditional content classes, personal finance, community access, behaving responsibly, goal-setting or problem solving, specialized vocational education, regular vocational education) were more likely to be engaged in postsecondary education

1

Students who participated successfully in Occupational Skills Training (OST) program services which included characteristics: individualized design, work-site based curriculum, and a focus on the existing labor market and employment., were more likely to higher wages and worked more hours per quarter.

Education1

Employment (Halpern et al.,

1995) 1

(Flannery et al., 2008)

6. Paid Work Experience

1

Students who participated in the Youth Transition Program (Oregon) with 2 or more paid jobs during high school were more likely to be engaged in post-school employment or education

1

Students in the School to Work Transition Program (Oregon) who had 2 or more jobs during the last two years of high school were more likely to be engaged in post-school employment

1

Students who had worked for pay during high school for a full year were more likely to be living independently

1

Students with two or more jobs during their last two years of high school were more likely to be engaged in post-school employment

1

Students who had a job at the time of high school exit were 5.1 times more likely to be


1

(Benz et al., 2000)

1

(Benz et al., 1997)

1

(Bullis et al., 1995)

1

(Doren & Benz, 1998)

1

(Rabren et al., 2002)

1

14


engaged in post-school employment 1

Students who had paid work experience were more likely to engage in post-school employment during students’ first two years after leaving high school.

1

Students with visual impairments who had work experience were more likely to engage in post-school employment in early adulthood.

1

(Carter et al., 2011) (McDonnall, 2010)

1

7. Vocational Education

1, 2

Students who participated in vocational education were 2 times more likely to be engaged in full-time employment

1


1

Students with vocational education credits in high school (versus those with none) were more likely to be engaged in post-school employment and post-school education

1

Students who received technology training were more than twice as likely to be employed than those who did not receive technology training

3

Vocational courses (CTE) improved later earnings for those students who enrolled in postsecondary education or training

2


1

Employment

2

(Baer et al., 2003)

1


1

(Harvey, 2002)

1

(Leonard et al., 1999)

1

(Silverberg et al., 2004)

2

8. Work Study1 Participation in work study increased the

likelihood of full-time employment more than two times

1

Students in the Bridges School to Work Program who completed the internship were more likely to accept a post-school job offer

1

Students who participated in the Bridges program in their last year of high school and

Employment 1

(Baer et al.,

2003) 1

(Fabian et al., 1998)

1

(Luecking &

15


completed the internship were 4 times more likely to be employed

1

Students who received a job offer after completion of the Bridges internship were five times more likely to be employed

1

Fabian, 2000) 1

9. Career Awareness

1

Students in the School to Work Transition Program (Oregon) who exited school with high job search skills were more likely to be engaged in post-school employment

1

Students in the School to Work Transition Program (Oregon) who exited school with high career awareness skills were more likely to be engaged in post-school employment or education

1


1

(Benz et al. 1997)

1

10. Community Experiences

1

Students who participated in community-based training which involved instruction in non-school, natural environments focused on development of social skills, domestic skills, accessing public transportation and on-the-job training were more likely to be engaged in post-school employment

1

Employment 1 (White &

Weiner, 2004) 1

11. Self-Advocacy/Self-Determination

1


1

Students with higher self-determination skills were more likely be engaged in post-school employment and independent living

1

Students who participated in self-determination skill development programs had higher postsecondary self-determination skills as measured by the Psychological Empowerment subscale of the ARC’s Self-Determination Scale (Wehmeyer & Kelchner, 1995), the How I feel About Myself Scale


1, 13


1

(Wehmeyer & Schwartz, 1997) 1

(Morningstar et al., 2010)

13

(McDougall, Evans, & Baldwin, 2010)

1

16


(Rehfeldt, 2006), and the Adult Trait Hope Scale (Snyder et al., 1991)

13

Students with higher self-determination skills were more likely to have a higher overall perceived quality of life with respect to personal development and personal fulfillment.

1

12. Self-Care/Independent Living Skills

1, 7

Students who had high scores on adaptive and academic skills, self-care skills, GPA on academic activities, received a diploma, and higher IQs as reported in school records were more likely to live independently and be engaged in post-school employment

1

Students who had high self-care skills were more likely to be engaged in post-school education, employment, and independent living

1

Students with high daily living skills (based on teacher and student ratings from the Life Centered Career Education rating scales) were more likely to have higher quality of life (independent living) and be engaged in post-school employment

1

Students with strength-based adaptive behavior skills were more likely to be engaged in post-school independent living

7

Students who had the capacity to complete self-care skills and social competence were more likely to be engaged in post-school employment.

1


1

Independent living

7

(Heal & Rusch, 1994; 1995)

1

(Blackorby et al., 1993)

1

(Roessler et al., 1990)

1

(Armstrong, Dedrick, & Greenbaum, 2003)

7


1

13. Social Skills1 Students in the School to Work Transition

Program (Oregon) who exited high school with high social skills at exit were more likely to be engaged in post-school employment

1

Students who passed more than half or all courses in 8 curriculum areas (remedial academics, traditional content classes, personal finance, community access, behaving responsibly, goal-setting or problem solving, specialized vocational


1

(Benz et al. 1997)

1


1

17


education, regular vocational education) were more likely to be engaged in postsecondary education

1

Students with high social skills (based on teacher ratings from the Life Centered Career Education rating scales) were more likely to have higher quality of life (independent living) and be engaged in post-school employment

1


1

14. Parental Involvement

1

Students with one or more parents who participated (as measured by the percentage) in more IEP meetings during the 11

th and 12

th grade year were more likely

to be engaged in post-school employment 1

Students with positive perceptions of their parents’ involvement in the IEP meeting (e.g., active participants, provided some input, attended meetings but did not actively participate) had higher postsecondary self-determination skills as measured by the Psychological Empowerment subscale of the ARC’s Self-Determination Scale (Wehmeyer & Kelchner, 1995), the How I feel About Myself Scale (Rehfeldt, 2006), and the Adult Trait Hope Scale (Snyder et al., 1991)

13

Students with positive perceptions of activities parents involved them in to prepare them for postsecondary education had higher postsecondary self-determination skills as measured by the Psychological Empowerment subscale of the ARC’s Self-Determination Scale (Wehmeyer & Kelchner, 1995), the How I feel About Myself Scale (Rehfeldt, 2006), and the Adult Trait Hope Scale (Snyder et al., 1991)

13

Students with positive perceptions of career skills parents taught them had greater postsecondary self-determination skills

Students with positive perceptions of

Employment1

Independent Living

13

(Fourqurean et al., 1991;) (Morningstar et al., 2010)

13

18


independent living skills parents taught them had greater postsecondary self-determination skills as measured by the Psychological Empowerment subscale of the ARC’s Self-Determination Scale (Wehmeyer & Kelchner, 1995), the How I feel About Myself Scale (Rehfeldt, 2006), and the Adult Trait Hope Scale (Snyder et al., 1991)

13

Students with parent expectations of employment were more likely to have employment after high school.

1

Students with visual impairment who had support from parents were more likely to engage in post-school employment in early adulthood.

1

(Carter et el., 2011)

1

(McDonnall, 2010)

1

15. Student Support1 Students who had support from self-family-

friend network to find a job were more likely to be engaged in post-school employment

1

Students who indicated high levels of satisfaction with instruction received (reading, writing, math, behaving responsibly, and problem solving) during high school were more likely to be engaged in post-school education

1

Students who spent more time per week with friends during school were more likely to experience higher quality of life (independent living)

1

Students with high occupational guidance and preparation (based on teacher student ratings from the Life Centered Career Education rating scales) were more likely to have higher quality of life (independent living) and be engaged in post-school employment

1

Student who had support from informal (family/friends) or formal (vocational rehabilitation service) were more likely to work in community-based work settings.


1

(Doren & Benz, 1998)

1


1

(Heal et al; 1999)

1


1

(Hasnain & Balcazar, 2009)

16. Interagency Collaboration

1

Students who received assistance from 3 to 6 community-based agencies (as compared


1

(Bullis et al., 1995)

1

19


to students with assistance from 0 to 2 agencies) were more likely to be engaged in post-school employment or education

1

Transition interagency council characteristics (i.e., agency directories, agreements, councils, general information, local business advisory boards, parent network, statements) were significantly and positively correlated with postsecondary education

1

(Repetto et al., 2002)

1

17. Student Involvement in the IEP

Students perceptions of their involvement in the IEP meeting (e.g., active participants, provided some input, attended meetings but did not actively participate) as measured by the Psychological Empowerment subscale of the ARC’s Self-Determination Scale (Wehmeyer & Kelchner, 1995), the How I feel About Myself Scale (Rehfeldt, 2006), and the Adult Trait Hope Scale (Snyder et al., 1991)

13

Independent Living

13 (Morningstar et

al., 2010)13

Source: 1 = NSTTAC; 2 = National High School Center; 3 = Center for the School of the Future; 4 =National Dropout Prevention Center; 5 =

Manpower Demonstration Research Corporation (MDRC); 6 = Center for Research on the Education of Students Placed At Risk; 7 =

National Network on Youth Transition for Behavioral Health; 8 = TransQUAL Online, Cornell University; 9 = The Center on EDUCATION

AND WORK; 10 = Solberg and Colleagues, University of Wisconsin-Milwaukee; 11 =Texas A & M Regents’ Initiative Collaborative and

International University; 12 =Carter and Colleagues, University of Wisconsin-Madison/Milwaukee, 13 =Morningstar and Colleagues,

university of Kansas; 14 =IES Practice Guide for Dropout Prevention

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